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This section introduces some of the terminology used in this publication, and explains how readers can use the links provided to get further information.
Levels of education
Education systems vary considerably from country to country, including the ages at which students typically begin and end each phase of schooling, the duration of courses, and what students are taught and expected to learn. These variations greatly complicate the compilation of internationally comparable statistics on education. In response, the United Nations created an International Standard Classification of Education (ISCED), which provides a basis for comparing different education and a standard terminology.
The table below introduces this system of classification and explains what is meant by each level of education. Readers should note that this publication uses slightly simplified terminology, which differs from that used in both the ISCED classification and in Education at a Glance 2009. The table shows the equivalent terms in the two publications, the ISCED classifications, and definitions of what it all means.
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Term used to describe levels of education in
Education at a Glance 2009
ISCED classification (and subcategories) |
Term generally used in this publication
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Pre-primary education
ISCED 0 |
Pre-primary education
The first stage of organised instruction designed to introduce very young children to the school atmosphere. Minimum entry age of 3. |
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Primary education
ISCED 1 |
Primary education
Designed to provide a sound basic education in reading, writing and mathematics and a basic understanding of some other subjects. Entry age: between 5 and 7. Duration: 6 years. |
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Lower secondary education
ISCED 2 (subcategories: 2A prepares students for continuing academic education, leading to 3A; 2B has stronger vocational focus, leading to 3B; 2C offers preparation for entering workforce) |
Lower secondary education
Completes provision of basic education, usually in a more subject-oriented way with more specialist teachers. Entry follows 6 years of primary education; duration is 3 years. In some countries, the end of this level marks the end of compulsory education. |
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Upper secondary education
ISCED 3 (subcategories: 3A prepares students for university-level education at level 5A ; 3B for entry to vocationally-oriented tertiary education at level 5B; 3C prepares students for workforce or for post-secondary non tertiary education, ISCED 4) |
Upper secondary education
Even stronger subject specialisation than at lower-secondary level, with teachers usually more qualified. Students typically expected to have completed 9 years of education or lower secondary schooling before entry and are generally around the age of 15 or 16. |
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Post-secondary non-tertiary education
ISCED 4 (subcategories: 4A may prepare students for entry to tertiary education, both university-level and vocationally-oriented education; 4B typically prepares students to enter the workforce) |
Post-secondary non-tertiary education
Programmes at this level may be regarded nationally as part of upper secondary or post-secondary education, but in terms of international comparison their status is less clear cut. Programme content may not be much more advanced than in upper secondary, and is certainly lower than at tertiary level. Entry typically requires completion of an upper secondary programme. Duration usually equivalent to between 6 months and 2 years of full-time study. |
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Tertiary education
ISCED 5 (subcategories 5A and 5B, see below) |
Tertiary education
ISCED 5 is the first stage of tertiary education (the second—ISCED 6—involves advanced research). At level 5, it is often more useful to distinguish between two subcategories: 5A, which represent longer and more theoretical programmes; and 5B, where programmes are shorter and more practically oriented. Note, though, that as tertiary education differs greatly between countries, the demarcation between these two subcategories is not always clear cut. |
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Tertiary-type A
ISCED 5A |
University-level education
"Long-stream" programmes that are theory based and aimed at preparing students for further research or to give access to highly skilled professions, such as medicine or architecture. Entry preceded by 13 years of education, students typically required to have completed upper secondary or post-secondary non-tertiary education. Duration equivalent to at least 3 years of full-time study, but 4 is more usual. |
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Tertiary-type B
ISCED 5B |
Vocationally oriented tertiary education
"Short-stream" programmes that are more practically oriented or focus on the skills needed for students to directly enter specific occupations. Entry preceded by 13 years of education; students may require mastery of specific subjects studied at levels 3B or 4A. Duration equivalent to at least 2 years of full-time study, but 3 is more usual. |
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Advanced research programmes
ISCED 6 |
Advanced research programmes
The second stage of tertiary education. Programmes are devoted to advanced study and original research. |
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For fuller definitions and explanations of the ISCED standard, please consult Classifying Education Programmes: Manual for ISCED-97 Implementation in OECD Countries (1999).
Country coverage
Sections 1 to 4: In the interests of simplifying charts and tables, data in the first four sections refer only to OECD countries. Readers should note that data in the full edition of Education at a Glance 2009 cover a number of additional partner countries and territories. This data are accessible via the StatLinks that accompany charts and tables in this publication.
Special Section - TALIS: Data in the special section on TALIS cover only countries and territories that took part in the first round of TALIS.
Belgium: Data on Belgium may be applicable only to either the Flemish Community or the French Community. Where this is the case, the text and charts refer to Belgium (Fl) for the Flemish Community, and Belgium (Fr) for the French community.
EU19: The European Union countries prior to the Union's expansion in 2004, plus the four eastern European member countries of the OECD, namely Czech Republic, Hungary, Poland, Slovak Republic.
EU25: The 25 members of the EU following the 2004 expansion (and excluding Romania and Bulgaria, which entered in 2007).
Notes to tables and charts
See the relevant indicator in Education at a Glance 2009 or click on the hyperlink in the source.
Symbols for missing data:
A number of symbols are employed in the tables and charts to denote missing data:
c There are too few observations to provide reliable estimates (i.e. there are fewer than 3% of students for this cell or too few schools for valid inferences). However, these statistics were included in the calculation of cross-country averages.
m Data are not available. In a few cases data have been included in other categories (see Table 1.1).
n Magnitude is either negligible or zero.
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